IFFLEY PARTNERSHIP TURNS 10

Over the past decade, Oxford University’s Gardens, Libraries and Museums (GLAM) division has worked with staff and students from Oxford school Iffley Academy to co-develop and co-deliver a programme of creative learning opportunities and project work based around the University’s collections.

Iffley Academy is a community specialist academy for children and young people with complex special educational needs and disabilities (SEND). Leading the programme from the University is Miranda Millward, Arts Engagement Officer for GLAM.

A core theme of the partnership is working with Iffley Academy students to articulate their own ideas and enable them to advise on making GLAM venues more accessible. Students have helped develop Easy Read guides at GLAM venues to support all visitors with learning disabilities and special needs, along with their families and carers, to plan and make the most of their visits.

A new project is exploring the needs of neurodiverse visitors. This is part of a broader initiative in the Bodleian Engagement and Learning team connected to the University’s equality, diversity and inclusion (EDI) strategic plan.

Just underway and slated to open in early 2026 is an Iffley Academy pupil makeover of the Bodleian Library’s very popular ‘Space for Reading’ area immediately inside the Weston Library on Broad Street. A series of visits – Oxford to Iffley and Iffley students and teachers to the Bodleian – have already begun.

Madeline Slaven, Head of Public Engagement says: ‘It’s a great privilege to have Iffley Academy partnering with us on this important project and their carefully considered input has been invaluable.’ She says that the recent November visit went very well. ‘Members of the Bodleian Engagement and Learning team described the visit as a joyful experience for everyone involved and that they are very much looking forward to sharing the results of the project with visitors to the Weston Library. Students have considered the diverse needs of visitors and have assisted with the creation of a sensory map and the design of a more inclusive version of the Space for Reading.’

After initial visits to the library, the students developed their ideas back at school including looking at colour theory in art class. Some of the initial suggestions focused around the desire for bright but soft colours such as pink; a regard for softer textures including velvet and corduroy; and less corporate seating options such as bean bags.

When it opens in February, the newly made Space for Reading will be more welcoming to visitors while including many of the suggestions by the Iffley students. The space will also display a selection of books on the theme of neurodiversity chosen by the students, members of the University community and members of the public.

Slaven says that while that particular space will reconfigure for other projects over the longer term, the insights and learning derived from the project are intended to be permanant. ‘It doesn’t have an end point. When you benefit one group you benefit all. We want to create a change here so that the benefit is lasting.’

Reflecting on the broader partnership, about to celebrate its first 10 years, Miranda Millward says: ‘The Iffley GLAM Partnership aims to create equitable access to our cultural venues for children with SEND so that they feel comfortable and confident in these spaces. The partnership also encourages students to actively consider careers in the arts and cultural sector with bespoke SEND-appropriate careers days hosted at GLAM venues.’

Last September the partnership devised a work experience placement at the Museum of Natural History. One of Iffley’s students, Harry (pictured, right), expressed an interest and was offered the placement. This past school year he has spent Friday mornings working as a member of the Visitor Services team, mentored by Ellie Talbot and Molly Appleby.

Harry, Iffley Academy, says: ‘I found out about the museum and the Visitor Services role at a museum careers day. I had never thought about working in a museum, but I really liked the sound of it and asked lots of questions. The school then reached out to Miranda to find out if a placement would be possible.’

During his time at the museum he learned a huge array of skills and activities including hosting and directing visitors.

‘I’ve learned so many new skills and the placement has given me independence and confidence – especially when talking to people. I’m more comfortable with flexibility within a routine. New things aren’t my speciality, but now I’m prepared to give things a go. Working at the museum has turned my life around and given me a purpose. The best decision I’ve ever made.’

Harry headed to college in September.

Harry’s story is just one of many.

Since the Iffley School Partnership was established, over 450 students have achieved an Arts Award qualification and a greater understanding of potential careers within the cultural sector. The programme has also had a significant impact on the day-to-day lives of the students enhancing their social skills and self-confidence.

In 2021, Iffley Academy received a Platinum Artsmark (the highest Artsmark grading) from Arts Council England, one of only six schools in England to receive the top grade that year. In 2025 the school again received a Platinum Artsmark reflecting their ongoing commitment to the arts within the curriculum.